Asian Research Journal of Arts & Social Sciences

The teaching practicum is a crucial transition for English Pre-Service Teachers (EPSTs), but many struggles with the lesson delivery gap, disconnecting planning from actual teaching. Challenges like language gaps, large mixed-ability classes, and classroom management issues often lead to teaching freeze and doubts about their abilities. This study sought to investigate the possibilities, challenges, and insights encountered by English pre-service teachers (EPSTs) during their teaching practicum and the impact of these experiences on their professional growth. The participants were 44 EPSTs from four tertiary institutions in the Davao Region who had completed their practicum. A qualitative descriptive research design was utilised, employing purposive sampling. Specifically, three English pre-service teachers from each school participated in the in-depth interviews, while eight focus group discussions were conducted per school to allow collective sharing and validation of experiences. The qualitative data were analysed using Colaizzi’s method. The findings indicated that EPSTs gained enhanced confidence in English communication, adaptable teaching methodologies, and a more robust professional identity, while simultaneously facing problems associated with language utilisation, classroom management, and the emotional exigencies of teaching. Support from collaborating instructors, introspective practice, and constructive feedback were seen as essential elements in overcoming these problems. The study's findings suggest that teacher education programs can be improved by better preparing students for practicum, teaching them how to manage a classroom, and giving them organised mentorship so that English pre-service teachers are more prepared for real-life teaching situations.